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Analisis Kualitatif Penerapan Communicative Language Teaching (Clt) Dalam Menciptakan Lingkungan Komunikatif Yang Efektif Di Sekolah Dasar Tiarnita Maria Sarjani br. Siregar; Putri Pakpahan; Marie Natasya Simorangkir; Dea Febria br. Ketaren; Selsy Abrilya
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5950

Abstract

Penerapan Communicative Language Teaching (CLT) di sekolah dasar menjadi pendekatan penting untuk menciptakan pembelajaran bahasa yang komunikatif, interaktif, dan bermakna. Penelitian ini bertujuan untuk mendeskripsikan secara kualitatif bagaimana CLT diterapkan dalam pembelajaran bahasa Inggris serta perannya dalam membangun lingkungan kelas yang komunikatif. Penelitian dilakukan menggunakan metode kualitatif deskriptif dengan studi pustaka yang memanfaatkan jurnal empiris dan kajian teoretis terkait pembelajaran bahasa Inggris di sekolah dasar. Hasil analisis menunjukkan bahwa CLT mampu meningkatkan partisipasi siswa, memperkuat penguasaan kosakata dan kemampuan berbicara, serta menumbuhkan rasa percaya diri dalam berkomunikasi. Guru berperan sebagai fasilitator melalui aktivitas seperti dialog, diskusi kelompok, role play, dan tugas komunikatif berbasis konteks. Kendala seperti keterbatasan waktu, media pembelajaran, serta rendahnya kepercayaan diri siswa tetap menjadi tantangan dalam implementasi CLT. Secara keseluruhan, CLT terbukti efektif dalam menciptakan lingkungan belajar yang komunikatif apabila didukung strategi pembelajaran yang tepat dan kreativitas guru.
STRATEGI GURU DALAM MENANAMKAN NILAI KERUKUNAN ANTAR UMAT BERAGAMA DISEKOLAH DASAR Nurmayani Nurmayani; Zuhti Atitta Putri; Nabila Nasywa; Liza Aulia Yusuf; Selsy Abrilya; Nisya Sazwana Nasution
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 3 (2026): JANUARI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i2.69888

Abstract

This study aims to describe the state of interfaith harmony at Pelangi Elementary School, identify inhibiting factors, and design strategies for teachers to instill the values of harmony in elementary schools. The approach used is descriptive qualitative with data collection techniques including observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions based on the Miles and Huberman model.The results of the study indicate that harmony among students has not been optimal. Students still tend to interact with peers of the same religion, their understanding of tolerance is still superficial, there are no structured programs to foster harmony, and there is an influence from the family environment that does not sufficiently support inclusive attitudes. To address this, teachers can implement various strategies, including integrating the values of tolerance into the learning process, forming heterogeneous study groups, and organizing thematic programs like Harmony Day and interfaith social projects. In addition, parental and community involvement is essential to strengthen students’ inclusive attitudes. Teachers should also serve as role models in daily life so that students can learn from real examples. These strategies are expected to create an inclusive and harmonious school environment while fostering tolerance from an early age.